EARLY GRADE READING ASSESSMENT TOOL SMRS-EGRA Sepedi General Instructions It is important to establish a relaxed attitude through some simple initial conversation of interest to the child. The child should perceive the assessment more as a game than a formal assessment. After you have finished, thank the child and give him/her a pencil as a token of appreciation. Verbal Consent Read the text in the box to the child: My name is. I m working with the Department of Education. We are trying to understand how children learn to read. You were picked by chance, like in a raffle or lottery. We would like your help in this. But you do not have to take part if you don t want to. I m going to ask you to sound out letters, and read words and a short story out loud, and then may ask you a few questions about the story you read. Using this stopwatch, I will see how long it takes you to do these things. This is NOT a test and it will not affect your grade at school. I will NOT write down your name so no one will know that these are your answers. Once again, you do not have to participate if you do not wish to. Also, once we begin, if you d rather not answer a question, that s all right. Can we get started? Tick box if verbal consent is obtained: YES (If verbal consent is not obtained, thank the child and move on to the next child) A. Date of Assessment: B. Assessor s Name: C. School Name: D. Student s Gender E. Birth Information: F. Grade R Attendance girl boy Month : Year : Age: yes no Early Grade Reading Assessment Tool SMRS EGRA (Sepedi) 1
1. Letter Sounds (LS) Show the learner the chart of letters (Chart 1). Here is a page full of letters. I would like you to sound as many letters as you can. You will start here and move across the page. (Point to the leftmost letter on the top row of the exercise, moving from left to right.) When I say, Begin, you will sound the letters as best you can. Point to each letter as you sound it. If you don t know the sound of a letter, just skip it. Let s practice first. (Point to the first example letter, moving from left to right, to practice the instructions given above.) Ok, now we re ready to begin. Put your finger on the first letter. Ready? Begin. Strike a line through a letter that the learner sounds incorrectly or cannot sound at all. For example: b If the learner stops for more than 3 seconds, tell the learner to go on and strike a line through the letter. For example: b made on the letter, circle it to mark it correct.) If the entire first line has strike-through lines across all the letters, stop the assessment, place a bracket (]) after the last letter on the first line and make a tick mark ( ) at the bottom of the exercise (in the box provided) to record that the exercise was discontinued. After one (1) minute, say Stop. Place a bracket (]) after the last letter that the learner has attempted to sound. Count and record the number of letters that the learner sounded correctly. If the learner sounds all the letters in less than one (1) minute, record the time remaining on the stopwatch at the bottom of the exercise. LETTER SOUNDS, CHART 1 Examples: b S R A e p f F h u A t /10 S n A B p Y F a a E /20 h w r m U r j G P u /30 B l h g S y R W L N /40 y s J P M b O t n p /50 l K T D K T p d r w /60 w g h b S I g m i L /70 N k a D d y b j R b /80 G R B J l f I R s r /90 L L o o P N E Y p p /100 W l S M B g B p h y /110 Total number of letters sounded correctly: /110 Early Grade Reading Assessment Tool SMRS EGRA (Sepedi) 2
2. Familiar Word Reading (WR) Show the learner the chart of words (Chart 2). Here is a page full of words. I would like you to read aloud as many words as you can. You will start here and move across the page. (Point to the leftmost word on the top row of the exercise, moving from left to right.) When I say, Begin, you will read the words as best you can. Point to each word as you read it. If you don t know a word, skip it. Let s practice first. (Point to the first example word to practice the instructions given above.) Ok, now we re ready to begin. Put your finger on the first word. Ready? Begin. Strike a line through a word that the learner reads incorrectly or cannot read at all. For example: bina If the learner stops for more than three (3) seconds, tell the learner to go on and strike a line through the word. For example: bina made on the word, circle it to mark it correct.) If the entire first line has strike-through lines across all the words, stop the assessment, place a bracket (]) after the last word on the first line and make a tick mark ( ) at the bottom of the exercise (in the box provided) to record that the exercise was discontinued. After one (1) minute, say: Stop. Place a bracket (]) after the last word that the learner has read correctly. Count and record the number of words that the learner read correctly. If the learner reads all the words in less than one (1) minute, record the time remaining on the stopwatch at the bottom of the exercise (in the box provided). FAMILIAR WORDS, CHART 2 Examples: pitša seletšo kgogo pokolo sepela motse pula /5 sega opela seleka lebone ruta /10 bupi reka befa waka kobo /15 tima hlapi godimo dumela bina /20 wena dijo bona buša noka /25 gagola rarela polelo kabelo buna /30 faga adima keletšo sebaka aga /35 lenyalo bapala lee to hlapa tsebo /40 loba marega molomo olela topa /45 nama roba kubu gafa duša /50 Total number of words read correctly: /50 Early Grade Reading Assessment Tool SMRS EGRA (Sepedi) 3
3. Passage Reading (PR) Show the learner the passage chart (Chart 3). Now I m going to ask you to read this story out loud. If you get stuck, skip the word and keep on reading. When I say, Stop, stop reading the story. I will next ask you some questions about what you have just read so try to remember the story you re reading. You will start here. (Point to the first word of the passage.) Ready? Begin. Strike a line through words that the learner reads incorrectly or cannot read at all. For example: lengwe If the learner stops for more than three (3) seconds, tell the learner to go on and strike a line through the word. For example: lengwe made on the word, circle it to mark it correct.) If the entire first line has strike-through lines across all the words, stop the assessment, place a bracket (]) after the last word on the first line and make a tick mark ( ) at the bottom of the exercise (in the box provided) to record that the exercise was discontinued. After one (1) minute, say: Stop. Place a bracket (]) after the last word that the learner has read correctly. Count and record the number of words that the learner read correctly. If the learner reads the passage in less than one (1) minute, record the time remaining on the stopwatch at the bottom of the exercise (in the box provided). PASSAGE READING, CHART 3 Moloko o be a na le mpša. Mpša /8 ye e be e nonne. Ka tšatši le /16 lengwe Moloko a ya go bapala le /23 mpša ya gagwe. Mpša ya timela. /29 Ka morago ga nakwana mpša ya boa. /36 Moloko a sepela le yona ba ya /43 gae. Ge ba fihla gae Moloko a /50 efa dijo. Mpša ya khora ya ba ya /58 robala. Moloko le yena a robala. /64 Total number of words read correctly: /64 Early Grade Reading Assessment Tool SMRS EGRA (Sepedi) 4
4. Comprehension Questions Now I am going to ask you a few questions about the story you have just read. Try to answer the questions as best you can. If the child read only part of the story, only ask the questions related to the part that s/he has read. Enter a dash ( -- ) in the boxes for questions not covered. Enter a tick ( ) for each question answered correctly. Leave a blank for each question answered incorrectly. If the learner corrects himself/herself, accept the answer as correct. Count and record the number of questions that the learner answered correctly at the bottom of the exercise. Question Answer Correct 1. Ke mang a bego a na le mpša? Moloko 2. A mpša e be e otile goba e nonne? nonne 3. Moloko o ile a iša mpša kae? 4. 5. Mpša e ile ya dira eng ka morago Ga go ja? Naa Moloko o ile a ikwa bjang ge mpša e timetše? Amogela go bapala goba gae E ile ya robala Amogela karabo ye e nepagetšego. Total number of questions answered correctly: /5 End of assessment. Make sure you have properly recorded all information on each page of the assessment before letting the child go. Once everything is properly recorded and complete, thank the child and give him/her a pencil as a token of appreciation. Early Grade Reading Assessment Tool SMRS EGRA (Sepedi) 5